Deepening Our
Professional Understanding
of NWEA MAP Data
Meet “Sally”
Profile: 3rd grade female student
Fountas and Pinnell Level M
misses inflectional endings
multisyllable words
inferences
text feature/structure (nonfiction)
Fall MAP score (reading) – 193
low average word analysis/vocabulary
Help “Sally”
Fountas and Pinnell Continuum
Level M Word Study
flexible ways to solve words while
maintaining good pace
infer causes/outcomes of problems
MAP DesCartes and RIT Ladders
suffixes and prefixes
makes inferences based upon supporting details
PURPOSE: Using data to
deepen literacy instruction.
NWEA Measures of Academic
Progress (M.A.P.)
Discussion With Parents
• Situation: Parent is concerned
about M.A.P. scores.
• Call your school psychologist for
support at any time!
Information to Gather Before Responding to
Parents:
1. Fountas & Pinnell Benchmark
Assessments,
2. District Writing Assessments,
3. RSA’s (Recognizing Student
Achievement) for Math & Common Unit
Assessments,
4. All classroom performance
assessments,
5. Previous M.A.P. scores, etc.
Determine how the current M.A.P. scores
fit with the overall pattern of the
student’s achievement over time.
Is the student
functioning below
th
the 30 percentile
rank?
Does the grade level team believe the
student is progressing well with the
supports given, or are additional
supports needed?
Does the DesCartes
feature of M.A.P. offer
ideas about skills and
concepts that the
student may be ready to
learn?
Some of the Many Possible Responses to
Parent Concerns About M.A.P. Scores:
Case #1: “Your child’s recent M.A.P. scores
show that he/she is functioning within grade
level standards (above the 30th percentile
rank). The current M.A.P. scores are
consistent with past M.A.P. scores, other test
scores, and classroom performance. Your
child is progressing well and this conclusion
is supported by the trends in all of the various
test scores for your child that I’ve reviewed.”
(Show parent graphic organizers to help
explain the concepts of “above the 30th
percentile rank” and “trends.”)
Case #2: “These recent M.A.P. scores do seem
to be unexpected scores for your child.
However, after reviewing your child’s score
history on a variety of assessments and
conferring with my grade level team, it seems
that these recent M.A.P. scores do not reflect
the good progress that we know your child is
making. It’s possible that (s)he just had a
rough testing day. We will keep a close
watch on your child’s progress to be sure
that (s)he’s receiving any needed support.”

Explain how students who are typically achieving well in school can
have an unexpected, poor test performance due to any number of
factors, including sickness, temporary stress, distractions, room
temperature, fatigue, etc. Test results for young children can vary
widely.
Case #3: “Yes, your child does
continue to function below grade
level standards in _________ (e.g.
reading). However, after conferring
with my grade level colleagues, we’re
pleased with his response to
____________ (e.g., Primary Reading
Intervention Services). As I analyzed
his responses on the M.A.P. test
(using the DesCartes feature), I
picked up some clues about
instruction that might help him. I’ll
be sharing this at my grade level
team meetings. We’ll continue to
monitor his progress closely.”
Case #4: “Yes, your child does
continue to function below grade
level standards in reading/math
despite the ongoing efforts of
our grade level team. This same
pattern of weakness is shown on
other assessments. I’m planning
to bring these concerns to my
grade level team, and consult
with other specialists on our
Response To Intervention Team,
so that we can plan additional
supports for your child.”
Case #5: “This is quite a puzzle!
I’d like to schedule another
meeting to include our school
psychologist to see if she can
help us interpret these scores
and facilitate our discussion
about what might be needed
next.”
Summary:
• Remind parents that educational
decisions should never be based on a
single test score.
• Looking at multiple data sources is
critical to effective instructional
planning.
• Seek to affirm parents, while putting
their concerns within an appropriate
context.
• End the parent discussion with an
invitation to partnership in monitoring
and planning for the student.
Finding the Data
https://reports.nwea.org
Log in using your log in name and password.
• Teacher Reports
• View by RIT Ranges
• View by Goal Descriptors
Teacher Report – RIT Ranges
Teacher Report – Goal Descriptors
Finding the Data
• Class Rosters
 Click on a student ID number for that student's information.
 Click on a student's name to retrieve a Student Progress Report.
 Click on the class name to get a PDF file with all of the Student
Progress Reports for this class.
Student Report
Finding the Data
• Class by Subject
 Select Subject – Reading
or Math
 Select Grouping – Choose
Test Name, Ethnicity, or
Gender
 Select Sort Order – Choose
Student Name (alphabetical
order) or Test RIT (RIT in
ascending order)
Finding the Data
• Grade by Subject
 Select Subject – Reading or
Math
 Select Grouping – Choose
Test Name, Ethnicity, or
Gender
 Select Sort Order – Choose
Student Name (alphabetical
order) or Test RIT (RIT in
ascending order)
Finding the Data
• Class by RIT
–
–
–
–
Select your class and press submit.
Your report will show RIT bands for Reading and Math
Click on Mathematics to get strands of math by RIT
Click on Reading to get the strands of reading by RIT
Class breakdown by
overall RIT
Class by RIT – Interactive Report
• For DesCartes in a strand of reading or
mathematics
• Click on a student name
• Scroll down to second page
• You will see 3 RIT skills / concepts for each
strand – to enhance, to develop, to introduce
• Use these RIT skills / concepts for
Individual student
Small group
Whole goal area
Illinois DesCartes (“day-cart”)
Printing Tips
• Click “Create a PDF report of the chart
below, click here.”
• In some cases you may want to deselect
for “Create PDF for printing on Legal Size
(81/2 X 14) paper if you want to print on
Letter Size (8 ½ X 11) paper.
• In new printer box, click on the printer icon.
Permission Granted from CCSD89 to Share the
Following:
Online RIT Activities:
Example: Math Number Sense
RIT Band 191-200 Ordering Numbers
http://www.ccsd89.org/index.php?option=com
_content&task=view&id=1699&Itemid=256
Please preview all activities in a child’s RIT
range prior to placing him/her at this site.
Goal Setting and MAP
• Here’s what’s happening in d41
– Individual student goal setting
• Sarah Rodriguez: Kindergarten Goal Setting in
Literacy
• Melinda Keller: Second Grade Goal Setting
• Dee Dee Aldrich: Fourth grade
– Whole class goal setting
• Wayne Wittenberg: Example of Whole Class Goal
Setting
• Wayne’s Previous Students: Kailey Schmidt and
Lucy King
STUDENT GOAL SETTING FORMS
Go to NWEA.ORG
•
Look up top in gray: REPORTS LOGIN
•
Input your username & password
•
Left-hand column under Data-Tools: DYNAMIC
REPORTS (Click it once, then scroll to bottom of
the page and click the gray Dynamic Reports button
again)
•
Left-hand column under Report Links: STUDENT
GOAL SETTING WORKSHEET
•
To Print: Look at top left and choose the PDF icon
•
Then Print.
Student Goal Setting
Teacher-Made Goal Setting Forms
1. Go to Ellyn
2. Choose Curriculum
3. Sign In
4. Go to Assessment
5. Scroll to the bottom
to access goal setting forms
http://www.d41.org/curriculum/staff/assessment/staff_assess_nwea-map.asp
Next Steps: Afternoon Implementation
• D41 expectations re: goal setting
• Data teams process at home buildings in Literacy and Math
Thanks to: d41 Video Productions, Dee Dee Aldrich, Midge Brotnow, Laurie
Campbell, Karen Carlson, Jeanne Chmelik, Patty Corwin, Ken Harbauer, Mary
Hornacek, Melinda Keller, Linda Puetz, Sarah Rodriguez, Kirk Samples, Stacy
Slater, Suzie Smith, and Wayne Wittenberg.
To Access this Presentation Electronically, Go to
http://www.d41.org/curriculum/staff/assessment/staff_assess_nwea-map.asp